4.1.1: The traditional training-based approach (Figure 4.1)
4.1.2: Training needs analysis (TNA)
4.1.3: Sketching out the training programme
4.1.4: What kind of training?
4.1.5: Training evaluation - Kirkpatrick Model
4.1.6: Critical thinking about TNAs
4.1.7: Activity 4.2: Doing a TNA (Answer)
4.2.1: The shift from training to learning
4.2.2: The learning organisation revisited
4.2.3: From skills to skilfulness
4.2.4: A broader scope of learning - Figure 4.5
4.2.5: Activity 4.3: From training to learning (TGF)
4.3.1: Using action inquiry
4.3.2: What is action inquiry?
4.3.3: Box 4.2: Key features of AI
4.3.4: Facilitation of Action Inquiry (AI)
4.3.5: Critical thinking about AI
4.3.6: Peer learning
4.3.7: Communities of practice - Table 4: Potential benefits of COP
4.3.8: Activity 4.4 - Using action inquiry
Using Student-Centred: An Action Inquiry Approach to Leadership Development.
4.4.1: Reflecting on resistance
4.4.2: Resistance to learning
4.4.3: Manifestations of learner resistance
4.4.4: Dealing with resistance
4.4.5: Resistance and identity
4.4.6: Identity, resistance and emotions
4.4.7: Resistance and culture
4.4.8: Activity 4.5: Exploring resistance. Personal experiences of resistance.
4.4.9: Unit 4: Conclusion
5.0: Introduction to Unit 5
5.1: What do HRD professionals do?
1.1: Definition
of the HRD profession
1.2: HRD
profession faces two challenges in achieving organised occupation status.
1.3: Definition
of the HRD professional as learning and development, talent management and
organisational development
1.4: Box 5.1:
The diverse roles of HR professionals.
1.5: Activity 5.1: The changing nature of the HRD profession
1.6: Real
test for HRD professionals is to be perceived as credible experts (Watson,
2010).
1.7: Reader 8: Historical
development and changing nature of the HRD profession in the UK.
1.8: International differences in HRD roles.
2.1: Learning philosophy
2.2: Managing
HRD work
2.3: Temporal - relating to worldly as opposed to spiritual affairs; secular - considerations
2.4: Spatial
organisation
2.5: Diversity
of HRD professionals and practice
Resources: Contemporary challenges for HRD professionals at work
3.1: Line managers
for example, may be concerned with business issues whereas lower-level
managers, and employees may have more operational or personal concerns when it
comes to HRD issues. Garavan (1995, p. 15).
3.2: HR
professionals or individuals working in HR type roles within an organisation
3.3: Providers
such as consultants, trainers or coaches
3.4: Unions and
other employee or employer representative bodies
3.5: Groups
involved in campaigning in areas of relevant to their work (for example, a
group relevant to the activity below is the campaign group Intern Aware)
3.6: Those
involved in regulating or legislating areas relevant to their work.
Activity 5.2: Interns and stakeholders
Resources: Who has a stake in HRD professionals’ work?